The Cowl - v.78 - n.17 - Mar 6, 2014

The Cowl - student newspaper of Providence College. Volume 78 - No. 17 - March 6, 2014. 24 pages

The Politicization of Art on the Internet: From net.art to post-internet art

Este estudo tem como objetivo apresentar uma breve perspetiva sobre as manifestações socioculturais que se propagaram a partir do surgimento da Web; tendo como principal foco de análise o desenvolvimento da produção de Internet Arte na Europa e na América do Norte ao longo dos últimos 30 anos. Estruturado como um estudo de caso, três conceitos-chave fundamentam a base desta pesquisa: uma breve história da Internet, o desenvolvimento do termo hacker e a produção de arte web-based; da net.art até a Arte Pós-Internet. Em abordagem cronológica, estes campos serão descritos e posteriormente utilizados como guias para um final encadeamento comparativo que visa sustentar a hipótese da gradual dissolução de um ciberespaço utópico até o distópico cenário corporativo que constitui a Internet dos dias atuais.This study aims to present a brief perspective of the sociocultural manifestations that emerged after the Web birth, focusing on the development of Internet Art and the countercultural movements that emerged inside Europe and North America over the last 30 years. Under a case study structure, three fundamental subjects will be firstly explained: Internet history, the development of hacker concept and the web-based Art transformations: from net.art till Post-Internet Art. Chronologically described, these fields will lead to a final comparison of chained events that aim to sustain the hypothesis of the gradual dissolution of the early cyberspace utopias till the dystopic scene existent in nowadays Internet

Information and Communication Technologies in Tourism 2022

This open access book presents the proceedings of the International Federation for IT and Travel & Tourism (IFITT)’s 29th Annual International eTourism Conference, which assembles the latest research presented at the ENTER2022 conference, which will be held on January 11–14, 2022. The book provides an extensive overview of how information and communication technologies can be used to develop tourism and hospitality. It covers the latest research on various topics within the field, including augmented and virtual reality, website development, social media use, e-learning, big data, analytics, and recommendation systems. The readers will gain insights and ideas on how information and communication technologies can be used in tourism and hospitality. Academics working in the eTourism field, as well as students and practitioners, will find up-to-date information on the status of research

Information and Communication Technologies in Tourism 2022

This open access book presents the proceedings of the International Federation for IT and Travel & Tourism (IFITT)’s 29th Annual International eTourism Conference, which assembles the latest research presented at the ENTER2022 conference, which will be held on January 11–14, 2022. The book provides an extensive overview of how information and communication technologies can be used to develop tourism and hospitality. It covers the latest research on various topics within the field, including augmented and virtual reality, website development, social media use, e-learning, big data, analytics, and recommendation systems. The readers will gain insights and ideas on how information and communication technologies can be used in tourism and hospitality. Academics working in the eTourism field, as well as students and practitioners, will find up-to-date information on the status of research

AN ENACTIVE APPROACH TO TECHNOLOGICALLY MEDIATED LEARNING THROUGH PLAY

This thesis investigated the application of enactive principles to the design of classroom technolo- gies for young children’s learning through play. This study identified the attributes of an enactive pedagogy, in order to develop a design framework to accommodate enactive learning processes. From an enactive perspective, the learner is defined as an autonomous agent, capable of adapta- tion via the recursive consumption of self generated meaning within the constraints of a social and material world. Adaptation is the parallel development of mind and body that occurs through inter- action, which renders knowledge contingent on the environment from which it emerged. Parallel development means that action and perception in learning are as critical as thinking. An enactive approach to design therefore aspires to make the physical and social interaction with technology meaningful to the learning objective, rather than an aside to cognitive tasks. The design framework considered in detail the necessary affordances in terms of interaction, activity and context. In a further interpretation of enactive principles, this thesis recognised play and pretence as vehicles for designing and evaluating enactive learning and the embodied use of technology. In answering the research question, the interpreted framework was applied as a novel approach to designing and analysing children’s engagement with technology for learning, and worked towards a paradigm where interaction is part of the learning experience. The aspiration for the framework was to inform the design of interaction modalities to allow users’ to exercise the inherent mechanisms they have for making sense of the world. However, before making the claim to support enactive learning processes, there was a question as to whether technologically mediated realities were suitable environments to apply this framework. Given the emphasis on the physical world and action, it was the intention of the research and design activities to explore whether digital artefacts and spaces were an impoverished reality for enactive learning; or if digital objects and spaces could afford sufficient ’reality’ to be referents in social play behaviours. The project embedded in this research was tasked with creating deployable technologies that could be used in the classroom. Consequently, this framework was applied in practice, whereby the design practice and deployed technologies served as pragmatic tools to investigate the potential for interactive technologies in children’s physical, social and cognitive learning. To understand the context, underpin the design framework, and evaluate the impact of any techno- logical interventions in school life, the design practice was informed by ethnographic methodologies. The design process responded to cascading findings from phased research activities. The initial fieldwork located meaning making activities within the classroom, with a view to to re-appropriating situated and familiar practices. In the next stage of the design practice, this formative analysis determined the objectives of the participatory sessions, which in turn contributed to the creation of technologies suitable for an inquiry of enactive learning. The final technologies used standard school equipment with bespoke software, enabling children to engage with real time compositing and tracking applications installed in the classrooms’ role play spaces. The evaluation of the play space technologies in the wild revealed under certain conditions, there was evidence of embodied presence in the children’s social, physical and affective behaviour - illustrating how mediated realities can extend physical spaces. These findings suggest that the attention to meaningful interaction, a presence in the environment as a result of an active role, and a social presence - as outlined in the design framework - can lead to the emergence of observable enactive learning processes. As the design framework was applied, these principles could be examined and revised. Two notable examples of revisions to the design framework, in light of the applied practice, related to: (1) a key affordance for meaningful action to emerge required opportunities for direct and immediate engagement; and (2) a situated awareness of the self and other inhabitants in the mediated space required support across the spectrum of social interaction. The application of the design framework enabled this investigation to move beyond a theoretical discourse

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase

Not Getting Away With It: addressing violence against sex workers as hate crime in Merseyside

Adopting a participatory approach, this thesis examines Merseyside Police’s treatment of violent and other crimes against sex workers as hate crime - through the lens of what is referred to as the ‘Merseyside hate crime approach’ The first academic study to do so, it describes the development of the approach and explores the key elements which constitute it. It proposes the approach is a banner encompassing a range of policing and partnership initiatives - not just the inclusion of sex workers in the force’s hate crime policy, but including, critically, a wider shift from enforcement to protection-focused policing and improved support for sex worker victims of crime. Based on analysis of data from interviews with 22 sex workers and 39 police officers, it reports support for the approach and the notion that sex workers can be victims of hate crime. It argues that sex workers’ experiences of victimisation fit a number of definitions of hate crime, straddling those foregrounding prejudice and those foregrounding the targeting of ‘perceived vulnerability’. As such they can be included as a hate crime group and there are tangible benefits for inclusion. However, the thesis asserts there is some way to go in fully integrating sex workers into hate crime procedures in Merseyside. It supports the further development of an inclusive model for understanding hate crime which includes non-established hate crime groups and recognises intersectionality. It argues that the hate crime approach to sex work is progressive - within the UK framework of the quasi-criminalisation of sex work, it offers a rights-based approach to addressing violence against sex workers. Nonetheless, it cautions the approach should not be seen as an end it itself in the regulation of sex work, with international research evidence pointing to decriminalisation as a more conducive framework to address crimes against sex workers